Waldorf in the Home

I agree with what you said above about three year olds being in the middle of toddlerhood and pre-school transition. I try to remember this in my classroom every day. Any suggestions for a teacher with 15 of these kids in a class? My class dynamics are just unbelievable. I have 12 boys and 3 girls. All age 3. I work everyday on teaching them how to relate socially but I still feel like I am drowning in temper tantrums, aggressive behavior, and yelling (them, not me).

I need some advice that I can do on a larger scale than the example before. I use the word "no" firmly when there is dangerous or aggressive behavior. I separate them for safety when a child is overly excited and needs some calm "down time" or when they have been overly aggressive. But everyday it is the same yelling, same fighting, same behavior.

Any suggestions on something to help me make it through the rest of the school year? I have a degree in Education and I feel as lost as if I didn't spend a day in school.

This is a difficult situation for me to respond to. Do you have any option at all to begin to move toward having a mixed-age group? Part of what you are dealing with is that a group of three-year olds are surrounded by three-year-old behavior. There are no slightly older children for them to emulate - for example, the creative play of the 4 1/2 or 5 year old. There are no slightly younger children for them to help care for - for example, helping with diapering or feeding. They are simply stuck in limbo land of being with a group of children who are not yet ready to share, who are still exploring somewhat by mouthing (biting), and who are in one of life's biggest transitions - having just recently learned to really communicate in complete sentences, having just recently learned certain aspects of bodily control, and really just learning how to think some of their own thoughts. I have communicated with a few teachers who have said that they will never again have a class of only three year olds. It is unnatural when you think about it. Since children primarily thrive in the activities and experiences presented through practical daily life found in a healthy home life and through creative play, how many families would you find who had only three-year olds?

Now, having said all of that, I acknowledge that you are not in a "family" setting and perhaps are being asked to articulate a "curriculum" that is not necessarily developmentally ideal for the children in your care. So, what can you do aside from convincing your colleagues that having single-age rooms of children is crazy-making?

Without knowing your exact school situation,here are a few questions:

Do you have a working partner or assistant? If so, could you split the group during parts of the day? For example, a center I visited in Vancouver had a mixed-age group of infants to three-year-olds - again no models of older children to help to balance the energy. After snack, some of the children went outside to play while others stayed in and played while one of the caregivers began making lunch for everyone. The play during those times was lovely. It was more like "home" and less like "program" because the numbers were reduced, thus less overwhelming for such young children, and it was easier for them to play independently or even to explore playing with just one other child. This could happen a couple of times a day. Or, if everyone goes outside at the same time, is there the possibility of two different play areas.

What I am trying to do is help you reduce the volume of children throughout the day, so that they can breathe a little easier.

Are you able to provide a good length of time outside for them? Nature can have such a healing influence on little ones, particularly uncultivated nature as opposed to playground.

This age still needs lap time. Is that possible for you? Perhaps not every day, but in the course of the week, is every child getting an opportunity to be in a lap playing a body game or finger play or looking at a book or just quietly cuddling?

Does the room have enough "nook and cranny" space where the children feel like they can "disappear" at will? For example, can you put a big cloth over the table so some children can play under there? At this center I mentioned, once a week they gave the children the cardboard boxes that the vegetables were delivered in.

Do you have the opportunity for water play inside - even helping to wash the dishes every day can be thrilling for this age? You just need to have changes of clothes and/or good aprons when you bring in water play.

What about working with food? They love to begin chopping and peeling at this age.

Regarding nurturing, could you provide warm foot baths for the children, hair brushing after nap, soothing things like that?

So, often we are being asked to do curriculums that require the children to "do" projects throughout the days and weeks. What they primarily are compelled to do, however, is to imitate what we do (cleaning, food prep, singing, dancing, resting, etc.) and to play freely.

I think a starting point toward helping your situation is to get on your hands and knees and go throuogh your space imagining what would be interesting to a three-year-old. They still like to put things into things and take them back out again. They like to undress baby dolls. They like to play kitchen. They like to hide and get under things. They like to climb. They like to draw (scribble) without anyone having expectations about it. They like to paint sometimes. They like to play with dough. They like to help in the real, big-people kitchen.

On absolutely crazy days, don't be afraid to just sit in the middle of the floor, put your head down, and be really, really still. This is often more effective than calling out to the children. It draws them in. When they begin gathering around you, hold the stillness for as long as you can. Then perhaps you can slowly raise your head with a twinkle in your eye and do a simple little finger play or game. Moments like this can break the spell of chaos - at least for awhile.

Here is the basic thing: Find what children of this age naturally, developmentally want and need to do, and find ways for them to be able to do it. Often part of our problem is that we are not set up in such a way that their primary developmental needs are being met - such as I mentioned above. So, for example, if they want to climb but you do not want them to climb on the dining room table, then figure out where can they climb? If they want to throw things, but you do not want them to throw toys, where can they throw. If they want to scream and shout, and it is too loud in the room, then where can they scream and shout?

My hat is off to you and my heart goes out to you as you care for these little ones. Don't think badly of yourself. Many of the early childhood trainings available today do not prepare us for what we are then expected to do. And even when they do have the appropriate content and approach, the real learning curve always comes in the practice with the children!

Blessings on you, the children and your most important work!

Cynthia